It will teach delegates what they need to know, and are perhaps reluctant to learn about, in a refreshingly informal way.
It is designed to get managers up to speed on the practical actions they need to take to handle health and safety in their teams.
Course Content:
Modules:
Introducing managing safely
Some Managers may see health and safety as an add-on to their role – even an intrusion. The first module makes it clear that Managers are accountable for their teams, and makes a persuasive case for managing safely.
Assessing risks
This module defines and demystifies ‘risk’ and ‘risk assessment’. Risk assessments and a simple scoring system are introduced, and delegates carry out a series of assessments.
Controlling risk
Here the session tackles cutting risks down, concentrating on the best techniques to control key risks, and how to choose the right method.
Understanding your responsibilities
This module looks at the demands of the law and how the legal system works, and introduces a health and safety management system.
Identifying hazards
All the main issues any operation has to deal with are covered in this module – entrances and exits, work traffic, fire, chemicals, electricity, physical and verbal abuse, bullying, stress, noise, housekeeping and the working environment, slips, trips and falls, working at heights, computers and manual handling.
Investigating accidents and incidents
The session starts with why accidents should be investigated, and goes on to cover why things go wrong, and how to carry out an investigation when they do.
Measuring performance
This module explains how checking performance can help to improve health and safety. Delegates learn how to develop basic performance indicators, and get to grips with auditing and proactive and reactive measuring.
A short but effective introduction to waste and pollution leads into a look at how organisations and individual managers can get involved in cutting down environmental impacts.
Outcome:
It will teach delegates what they need to know, and are perhaps reluctant to learn about, in a refreshingly informal way.
Managing safely won’t turn delegates into safety experts – but it will give them the knowledge and tools to tackle health and safety issues they are responsible for. Importantly, it brings home just why health and safety is such an essential part of their job.
Successful delegates are awarded an IOSH Managing Safely certificate.
Employers will benefit from:
Nationally recognised and respected certificated training for their managers and supervisors
Peace of mind offered by training that’s designed and quality controlled by the Chartered body for health and safety professionals
Flexibility – the course can be delivered in slots that suit the business over four days
Two key areas – health and safety and environmental basics – are covered in a single programme
Delivery:
Full PowerPoint presentation featuring state-of-the-art animation
Clear delegate workbook with sections for notes and Q & A sessions, and plenty of simple, custom-designed illustrations – no clip art!
Board games and quizzes to bring health and safety to life and maximise interactivity
DVD’s
A bank of assessments – delegates’ understanding of health & safety basics is evaluated using multi-format questions and a risk assessment project
Appris Charity is a not for profit, registered charity. Established in 1967 as a Group Training Association (GTA) that continues to be governed by engineering employers to this day. Appris Management Limited is a wholly owned subsidiary of Appris Charity Limited.
The heart of Appris’ business is apprenticeships, specialising in the delivery a range of apprenticeship standards that meet the needs of the region’s strategic objectives and skills agenda. With over 200 member companies and 500+ apprentices across West Yorkshire, Appris is the provider of choice for the engineering industry. Our WorldSkills winning apprentices are an international testimony to the quality of our provision.
What Makes a GTA Unique?
Since the 1960s Group Training Associations (GTAs) have provided solutions to the workforce development needs of employers large and small around the country, delivering high quality technical training and achieving success rates consistently above the national average, thereby creating real opportunities for many thousands of young people and adults to pursue worthwhile careers in industries critical to the UK economy’s growth.
Group Training Associations (GTAs) were first introduced as a result of the 1964 Industrial Training Act. During the 1960s, the Engineering Training Board (EITB) were responsible for founding a large number of the 40 GTAs still in existence, as a way of ensuring employers had access to high-quality Engineering technicians where they were needed around the country. In 2012, a ‘Commission of Inquiry into the Role of Group Training Associations’ was established, and the Commission report was authored by Professor Lorna Unwin of the Institute of Education. It concluded that:
“GTAs should be central to the Government’s plans for economic growth, rebalancing the economy, increasing the stocks of technician and higher level skills, and the expansion and improvement of apprenticeships.”
Group Training Associations deliver the robust governance and public good benefits of a college, with the best of employer responsiveness associated with private training providers. This is evident through the following characteristics:
GTAs are employer governed and therefore representative of employers demand
GTAs are not for profit, limited by guarantee organisations with surpluses re-invested into provision
GTAs support sectors contained in the Industrial Strategy that are identified for economic growth with a particular emphasis on STEM related areas
Provision predominantly available at GTAs is at level 3 and is learners have employed status from commencement
The GTA business model ensures income from commercial activities ranging from 50% to upwards of 80% of turnover. There is a synergy between the high-quality commercial work (training delivery, training consultancy, setting up and operating technical training centres) and the high-quality apprenticeship and study programme provision.
GTAs contextualise learning in environments that models a technology-rich 21st-century workplace, and which exude the professional standards and behaviours that reflect the best of modern working practices.
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